Social Studies Teachers’ Perceptions and Experiences of Social Justice

Bursa, Sercan; Ersoy, Ali

doi:10.14689/ejer.2016.64.18

Cited by 9 publications

(3 citation statements)

References 14 publications

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“…As a result of the research, pre-service teachers defined justice as being fair and discriminating between right and wrong. Bursa and Ersoy (2016) found that social studies teachers perceived social justice as a form of equality, justice, respect, tolerance and human rights in their studies of the perception and experience of social justice. According to the pre-service teachers, teachers' behaviors and teaching-learning process are important in gaining the value of justice.…”

Section: Discussionmentioning

confidence: 99%

Öğretmen Adaylarının Bakış Açısıyla Adalet Değeri / The Value of Justice from the Viewpoint of Pre-service Teachers

Köse¹,

Bayır²,

Köse³

et al. 2019

kalem

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Özİnsanlar gereksinimlerini karşılamak ve çeşitli tehlikelerden korunabilmek amacıyla yaşamlarını bir toplum içinde sürdürme gereksinimi duymuşlardır. Toplumsal yaşam ise birtakım kuralları zorunlu kılmaktadır. Bu toplumsal kurallar içinde yaptırım gücü en yüksek olan hukukun yansıttığı adalet aynı zamanda ahlaki bir değerdir. Bu araştırmanın amacı öğretmen adaylarının adalet değerine ilişkin algılarını ve adalet değerinin kazandırılmasına ilişkin görüşlerini ortaya koymaktır. Araştırmada tarama modeli kullanılmıştır. Araştırmanın verileri açık ve kapalı uçlu sorulardan oluşan veri 1 Bu çalışma, 4-6 Mayıs 2017 tarihlerinde Eskişehir'de düzenlenen 6. Uluslararası Sosyal Bilgiler Eğitimi Sempozyumu'nda sözlü bildiri olarak sunulmuştur.

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Section: Discussionmentioning

confidence: 99%

Öğretmen Adaylarının Bakış Açısıyla Adalet Değeri / The Value of Justice from the Viewpoint of Pre-service Teachers

Köse¹,

Bayır²,

Köse³

et al. 2019

kalem

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show abstract

“…Especially for social studies subject, there are still many teachers who teach by giving memorizing material, instead of understanding material [2]. Even more, teachers present learning material without being followed by discussion or reflection with their pupils [3]. As a result, learning material obtained from schools is not used by pupils in interacting with their environment.…”

Section: Introductionmentioning

confidence: 99%

Revitalization of Social Studies Education: A Developmental Study Based on Dick and Carey Instructional Design

Khoiron¹,

Wahyuningtyas²,

Miftakhuddin³

2020

Proceedings of the International Conference on Social Studies and Environmental Issues (ICOSSEI 2019)

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The format of community behavior in the 4.0 industrial revolution shows a distinctive transformation. Accordingly, this study aims to find out ways to develop social studies learning, so that social studies learning can conform to the trends of those changes, especially in the developing of attitudes and skills dimensions. This study used a literature review method, which was applied to Dick and Carey's instructional development design. The research subjects were academic works in educational scope and the related studies published in reputable international journals. The collected data was analyzed using content analysis techniques. The results of the study show that the revitalization of social studies teaching can be done by focusing on three domains. First, the formulation of goals (what competencies you want to build on your pupils). Second, the organization of teaching materials (what are the materials and how pupils can achieve these competencies). Third, evaluation techniques (how to know that the competencies have been achieved). The implications of these results confirm that social studies learning should be contextual (based on sociocultural environment), factual (based on reality), and actual (based on current issues).

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“…It is known that there are some attempts to develop suggestions and programs for the ethical training of science teachers abroad [6][7][8][9]. In addition, there is some research focusing on the strategies to be followed in teaching of the ethical dimensions of socio-scientific issues within science courses [10][11][12], a reflection of technology on values and its teaching [13], determination of the role of classroom teachers on values education [14], qualifications to be possessed by ideal educators [15], the effect of content competences of science teachers on the quality of their socio-scientific argumentations [16] and the reflection of teachers' religious beliefs on ethics education [17].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Sensitivity towards Technology and Environmental Ethics

Ceyhan

Sahin

2018

Education Sciences

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The purpose of the current study was to determine the science and classroom teachers’ ethical sensitivities towards the issues of technology and the environment. Thus, the current study was conducted on 239 science and classroom teachers. The study employed the mixed method, in which qualitative and quantitative methods are used together. The quantitative dimension of the study is comprised of a survey, which was developed by the researchers. The qualitative dimension of the study comprised of three scenarios created by the researchers. Two of these scenarios are related to the environment and the other one is related to biotechnology. As a result of the study, the teachers’ ethical sensitivities towards technology and environmental issues were found to be high. For some items in the questionnaire significant differences in gender-based, branch-based, and professional experience were found. The results obtained from the scenarios revealed that while science teachers adapt more realistic approaches to the events, the classroom teachers make decisions for the future. It would be useful to organize in-service training and ethical awareness training for teachers who are in the beginning of their professional lives.

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Social Studies Teachers’ Perceptions and Experiences of Social Justice

Cited by 9 publications

References 14 publications

Öğretmen Adaylarının Bakış Açısıyla Adalet Değeri / The Value of Justice from the Viewpoint of Pre-service Teachers

Öğretmen Adaylarının Bakış Açısıyla Adalet Değeri / The Value of Justice from the Viewpoint of Pre-service Teachers

Revitalization of Social Studies Education: A Developmental Study Based on Dick and Carey Instructional Design

Teachers’ Sensitivity towards Technology and Environmental Ethics

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